Pupil Premium 2014-15

The Cathedral School of St Mary

Pupil Premium Reporting to Parents

Principles

We ensure that teaching and learning opportunities meet the needs of all our pupils • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed • In making provision for socially disadvantaged pupils, we recognise that receiving free school meals does not always mean a pupil is socially disadvantaged • We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged • Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups and individuals. Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time. 

Provision

The range of provision the Governors may consider include:

Providing small group work with an experienced teacher focused on overcoming gaps in learning • 1-1 support • Additional teaching and learning opportunities provided through learning mentors, trained TAs and external agencies • All our work through the pupil premium will be aimed at accelerating progress in an effort to moving children to at least age related expectations. Initially this will be in Literacy and Numeracy • Pupil premium resources may also be used to target able children on free school meals to broaden and deepen their knowledge and understanding by the end of Key Stage 1 or 2• The Governors of the school will publish information on how they have used their Pupil Premium Grant to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils

This year the Pupil Premium Grant Allocation for 2014/15 is £1,300 per pupil

The Governors have targeted the grant to:

  • Excellence Cluster support in the form of a Learning Mentor, counsellors, art and drama therapists, Educational Psychologist and access to Multi Agency Support Team  – where required

  • Additional teaching support for Reading – including the library

  • Additional Teaching Assistant time specifically to support vulnerable groups

  • Intervention support packages to close the gaps led by qualified teachers

  • Parent Support Advisor

  • Gifted and Talented opportunities

  • Additional Teaching Assistant time to enable more intervention groups, individual work with children with specific gaps in knowledge, e.g. additional maths intervention in Years 5 and 6.

  • A commitment to HMS Heroes for our service children

The PPG allocation for 2013/14 was targeted for:

  • Excellence Cluster support in the form of a Learning Mentor, counsellors, art and drama therapists, Educational Psychologist and access to Multi Agency Support Team  – where required

  • Additional teaching support for Reading – including the library

  • Additional Teaching Assistant time specifically to support vulnerable groups

  • Intervention support packages to close the gaps led by qualified teachers

  • Parent Support Advisor

  • Gifted and Talented opportunities

  • Additional Teaching Assistant time to enable more intervention groups, individual work with children with specific gaps in knowledge, e.g. additional maths intervention in Years 5 and 6.

  • Ensuring equal opportunities for disadvantaged children

 

Some of the ways we spent the PPG in 2014-15

 

Action

Allocated Pupil Premium Funds

Plymouth Excellence Cluster provision

4507

PP Teacher

14868

SENCO

7639

SENCO TA

2564

1:1 Support

6288

Additional TA EY

2042

PSA

6326

EAL TA

3718.75

G&T

300

Teacher Trainee

1198

Minibus

500

Resources

750

Extra Curricular

2000

Breakfast Club

500

CPD Training

350

53550.75

54600

The impact of the PPG for 2013/14 was:

  • Improved rate of progress across the school

  • Closing of gaps for individuals and groups

  • Improved attainment at end of Key Stage 1 and Key Stage 2

  • Higher rates of attainment in the Early Years Foundation Stage

  • Increase in number of children achieving or exceeding the expected level in phonics in Year One